Abstract
My study examines the impacts of multilingual and multicultural education in the Philippines through the lens of the 2013 Mother Tongue-Based Multilingual Education (MTB-MLE) policy. Using the 2018 Programme for International Student Assessment (PISA) data, my research investigates the socioeconomic achievement gap in English reading proficiency, focusing on how cultural and linguistic diversity shapes educational outcomes. By introducing the concept of intercultural capital, encompassing both embodied values (e.g., respect for diversity) and institutionalized practices (e.g., inclusive school policies), I explore how schools leverage multicultural education to bridge systemic inequities. The conference’s commitment to exploring human differences and diversity aligns directly with my focus on how multilingual and multicultural approaches can address disparities in education. My research traverses disciplinary boundaries, combining insights from educational policy, sociology, and global assessment data to offer a comprehensive view of diversity in educational settings. My work contributes to the goal of fostering interdisciplinary and cross-cultural dialogues by highlighting the transformative potential of linguistic and cultural inclusion in addressing systemic inequities. I look forward to the opportunity to engage with fellow scholars and contribute to the broader discourse on diversity in education and its implications for equity and access.
Details
Presentation Type
Theme
Community Diversity and Governance
KEYWORDS
SES, School SES, Intercultural Capital, Multilevel Modeling, PISA
